Alix Spiegel Struggle For Smarts Summary

Sunday, May 22, 2022 4:04:33 AM

Alix Spiegel Struggle For Smarts Summary



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And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious. I thought, 'This kid is going to break into tears! But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity.

And the teacher said to the class, 'How does that look, class? Stigler is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle. Whereas in Asian cultures they tend to see struggle more as an opportunity. In Eastern cultures, Stigler says, it's just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.

Granting that there is a lot of cultural diversity within East and West and it's possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength. Stigler is not the first psychologist to notice the difference in how East and West approach the experience of intellectual struggle. She says that to understand why these two cultures view struggle so differently, it's good to step back and examine how they think about where academic excellence comes from.

For the past decade or so, Li has been recording conversations between American mothers and their children, and Taiwanese mothers and their children. Li then analyzes those conversations to see how the mothers talk to the children about school. She shared with me one conversation that she had recorded between an American mother and her 8-year-old son. The mother and the son are discussing books. The son, though young, is a great student who loves to learn. He tells his mother that he and his friends talk about books even during recess, and she responds with this:. It's a small exchange — a moment. But Li says, this drop of conversation contains a world of cultural assumptions and beliefs. Essentially, the American mother is communicating to her son that the cause of his success in school is his intelligence.

He's smart — which, Li says, is a common American view. But in many Asian cultures, Li says, academic excellence isn't linked with intelligence in the same way. She shares another conversation, this time between a Taiwanese mother and her 9-year-old son. They are talking about the piano — the boy won first place in a competition, and the mother is explaining to him why. You insisted on practicing yourself. All of this matters because the way you conceptualize the act of struggling with something profoundly affects your actual behavior. Obviously if struggle indicates weakness — a lack of intelligence — it makes you feel bad, and so you're less likely to put up with it. But if struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.

And Stigler feels in the real world it is easy to see the consequences of these different interpretations of struggle.